Inquiry Task #1: For your grade / course, identify the "generic" inquiry-based skills you currently employ with your students.
In third grade, students are asked to do teacher directed science experiments. These experiments are considered DIRECTED INQUIRY. A list of materials are given to them, along with the procedure they are to follow. They are also given questions to lead them through the experiment. At Peter Woodbury School, through the DIG program, third graders go out onto the playground and other outside areas, to identify areas for food, shelter, water, that may be available for bats. This goes along with the Batnet Unit. Teachers discuss with students what bats need to survive. This lesson is done in order to prepare students for a bat count which they will do for homework. Data from this count will be analyzed by students.
Inquiry Task #2: List the units that currently are taught in which inquiry skills appear.
"Matter, Matter, Everywhere" (States of Matter)- "Science Experiment- Lab Notebook"
1. Fizz and Bubbles- Conducting Investigations
2. Classifying Objects/"What is the World Made of?"- Formulating Questions and Hypothesizing
3. Changing States of Matter- Formulating Questions and Hypothesizing
4. "Dancing Raisins"-Formulating Questions and Hypothesizing, Conducting investigations
5.Conservation of Mass-Formulating Questions and Hypothesizing, Developing and Evaluating Explanations, Conducting Investigations
6. Dry Ice Day (rotations)- Conducting Investigations
"Batnet"-
1. Bat Count (district wide- all done on the same date)- Conducting Investigations
2. Collecting Bat count and graphing the data- Developing and Evaluating Explanations, Conducting Investigations, Formulating Questions and Hypothesizing
3. Looking at Graphs from past years counts- Developing and Evaluating Explanations, Formulating Questions
DIG-
At Peter Woodbury, through the DIG program, students participate in a Web of Life lesson to begin thinking about water. This begins a series of lessons where students learn about our impact on the environment, focusing on water, but also tying into states of matter, and biomes. Lessons include "Water Cycle Terrarium, A Drop of Water, Well Aware, Species Diversification, Biomes, and Soil.
Inquiry Task #3: Brain-storm ideas for how your current units or activities can be made more inquiry-based.
I think we should try to include some activities that will allow students to relate/apply what they have learned to another topic. This will allow them to generalize information. Check out this website: exploratorium
Inquiry Task #1: For your grade / course, identify the "generic" inquiry-based skills you currently employ with your students.
In third grade, students are asked to do teacher directed science experiments. These experiments are considered DIRECTED INQUIRY. A list of materials are given to them, along with the procedure they are to follow. They are also given questions to lead them through the experiment.
At Peter Woodbury School, through the DIG program, third graders go out onto the playground and other outside areas, to identify areas for food, shelter, water, that may be available for bats. This goes along with the Batnet Unit. Teachers discuss with students what bats need to survive. This lesson is done in order to prepare students for a bat count which they will do for homework. Data from this count will be analyzed by students.
Inquiry Task #2: List the units that currently are taught in which inquiry skills appear.
"Matter, Matter, Everywhere" (States of Matter)- "Science Experiment- Lab Notebook"
1. Fizz and Bubbles- Conducting Investigations
2. Classifying Objects/"What is the World Made of?"- Formulating Questions and Hypothesizing
3. Changing States of Matter- Formulating Questions and Hypothesizing
4. "Dancing Raisins"-Formulating Questions and Hypothesizing, Conducting investigations
5.Conservation of Mass-Formulating Questions and Hypothesizing, Developing and Evaluating Explanations, Conducting Investigations
6. Dry Ice Day (rotations)- Conducting Investigations
"Batnet"-
1. Bat Count (district wide- all done on the same date)- Conducting Investigations
2. Collecting Bat count and graphing the data- Developing and Evaluating Explanations, Conducting Investigations, Formulating Questions and Hypothesizing
3. Looking at Graphs from past years counts- Developing and Evaluating Explanations, Formulating Questions
DIG-
At Peter Woodbury, through the DIG program, students participate in a Web of Life lesson to begin thinking about water. This begins a series of lessons where students learn about our impact on the environment, focusing on water, but also tying into states of matter, and biomes. Lessons include "Water Cycle Terrarium, A Drop of Water, Well Aware, Species Diversification, Biomes, and Soil.
Inquiry Task #3: Brain-storm ideas for how your current units or activities can be made more inquiry-based.
I think we should try to include some activities that will allow students to relate/apply what they have learned to another topic. This will allow them to generalize information. Check out this website:
exploratorium